<div dir="ltr"><div>Hi Miriam,</div><div><br></div><div>I need more information before I can address this issue.</div><div><br></div><div>First, is this history being taught in English to native Spanish speakers?</div><div>Second, what is the level of linguistic preparation of the class and what </div><div>type of school did this happen in? Elementary? Middle? High school? </div><div>Third, what was the T's rationale for writing the questions on the board </div><div>in both languages? Was she comparing Spanish vs. English question </div><div>formation?</div><div>Fourth, is the exam going to be on English or on History? Is this a situation </div><div>of content-based instruction to teach ESL? Or is the emphasis on learning </div><div>History without any ESL instruction and the final exam will be on the history </div><div>with the students having to answer history questions in correct English?</div><div>Fifth, who arranged for the critique and why? Was it to measure the effectiveness </div><div>of your training program?</div><div><br></div><div>If you could kindly fill me in, I would love to respond to this situation.</div><div><br></div><div>Thank you!</div><div><br></div><div>Myrna </div><div><br></div><div><div>Myrna Goldstein, B.S.Journalism., MATESL<br>Founder, Director<br>Are You in Your English File?®<br>Second Language Learning Research Center<br>Eilat, Israel, formerly of Milan, Italy<br>e: <a href="mailto:myrnaenglishfile@gmail.com" target="_blank">myrnaenglishfile@gmail.com</a><br>Skype: myinmi<br></div>t: 00972 (0)53 5255360</div><div class="gmail_extra"><br><div class="gmail_quote">On Mon, Apr 18, 2016 at 3:29 PM, Miriam E Ebsworth <span dir="ltr"><<a href="mailto:mee1@nyu.edu" target="_blank">mee1@nyu.edu</a>></span> wrote:<br><blockquote class="gmail_quote" style="margin:0px 0px 0px 0.8ex;padding-left:1ex;border-left-color:rgb(204,204,204);border-left-width:1px;border-left-style:solid"><div dir="ltr"><div><div><div><div><div><div><div><div><div><div>Dear Colleagues,<br><br></div>A
grad of one of our programs is a bilingual (Spanish) social studies
teacher in New York City, with 11 years of teaching experience.<br><br></div>The
teacher received a super-critical review of a class observation from
somebody outside the school who observed a single lesson. The observer
knew nothing in advance about the teacher's curriculum or approach;
there had been no communication with the teacher in advance of the
observation. After having written a scathing observation report, the
observer refused to have a conversation with the teacher, who sought
politely to explain their perspective and try to understand better the
nature of the critique.<br><br></div>The teacher has requested input on one issue in particular:<br></div>At the top of the lesson, the teacher had written a guiding question in English with the Spanish version directly underneath.<br><br></div>The
teacher, as I understand it, sought to have the students first try to
understand the text in English, then read it in Spanish, and using all
linguistic resources make meaning out of the question. (And ultimately,
the students will be tested in English.)<br><br></div>One of the many
criticisms in the observation report was that the English and Spanish
versions should have appeared side by side rather than one above the
other. The teacher is perplexed.<br><br></div>While the teacher's
explanation makes sense to me, I have been asked whether there is any
objective guidance available from the research on best practices to
advocate for EITHER of the 2 approaches (2 languages side by side versus
one above the other). <br><br></div>Thank you in advance for sharing your perspective. I'll pass it on.<br><br></div>Sincerely,<br></div>Miriam<br><br><div><div><div dir="ltr"><div><div dir="ltr"><div><div dir="ltr"><div><div dir="ltr">Miriam Eisenstein Ebsworth, PhD<br>Dir. of PhD & Post-MA Programs in Multilingual Multicultural Studies<br>NYU Steinhardt, <div>316 East Building<br></div><div>New York, NY 10003<br><br>Research Editor: Journal of Writing and Pedagogy<br>Chair, NABE Research SIG Advisory Board</div><div>Co-chair, ELL Think Tank<br><br>office phone: (212) 998-5195<br>office fax: (212) 995-3636 <br><br><br><br></div></div></div></div></div></div></div></div></div></div>
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